Formative Feedback

Journal of Education and Practice, 2013

Feedback is proposed to be a critical element of formative assessment (FA) but evidence reflects its sparse and incongruous implementation. Current study on feedback sessions post formative assessment was undertaken to establish the extent to which it can make significant contribution in improving learning outcomes and the learners' perception about the same when compared to written feedback comments in answer sheets, which is a routine practice. An Experimental, Randomized, Controlled study with sample population being students in first phase of medical curriculum , were randomized into cases (n= 37) and matched controls (n= 38). The cases underwent feedback sessions after formative assessment. Difference in scores between cases and controls in Summative assessment was statistically significant (P = 0.002). Scores in formative and Summative assessment was statistically non-significant (p = 0.30) within controls (n=38) and statistically significant (P = 0.006) within cases (n= 37). Qualitative analysis was done for comparing the utility and efficacy of feedback sessions compared to written comments on answer sheets. Study concludes that feedback sessions post-formative assessment, irrespective of success, may determine greater involvement of students in learning process and improve learning outcome. The tutors should be made aware of proper feedback techniques and tailor feedback sessions according to specific needs. Students should be made conscious of various assessment process so that they become cognizant of seeking feedback.

Planet, 2010

This review examines definitions of formative assessment and the factors that control the effectiveness of feedback. It summarises the various ways of delivering formative feedback and discusses the problems that may be encountered when assessment practice is altered to improve feedback.

Formative Assessment

Effective ongoing assessment, referred to in the education literature as formative assessment or progress monitoring, is indispensable in promoting teacher and student success. Feedback through formative assessment is ranked at or near the top of practices known to significantly raise student achievement. For decades, formative assessment has been found to be effective in clinical settings and, more important, in typical classroom settings. Formative assessment produces substantial results at a cost significantly below that of other popular school reform initiatives such as smaller class size, charter schools, accountability, and school vouchers. It also serves as a practical diagnostic tool available to all teachers. A core component of formal and informal assessment procedures, formative assessment allows teachers to quickly determine if individual students are progressing at acceptable rates and provides insight into where and how to modify and adapt lessons, with the goal of making sure that students do not fall behind.

The Teaching Professor, 2023

Formative writing assessments, like writing-to-learn activities, provide instructors with valuable and ongoing insights into student learning. Often ungraded, these activities or assessments can create opportunities for instructors to generate formative feedback that helps students see where they are in the course, what they are doing well, and where they may need additional support to develop or deepen their learning. Without formative feedback, students may not realize their misunderstandings. This can lead to confusion and eventually may even cause students to lose motivation. Ultimately, formative assessments and their subsequent feedback make learning visible. The value of providing meaningful feedback to students, and the appropriateness of the way in which this is accomplished, cannot be overstated. In what follows, I first define low-stakes writing and highlight two easily implementable writing-to-learn activities: thinking pieces and reflective journals. Next, I introduce five constructive ways we can provide formative feedback to student writing-in-progress. Finally, I elaborate on the difference between marginal and terminal comments, which may do the work of formative or summative feedback or both.

Teaching and learning English, 2020

As is evident from chapter 17 in the book, assessment is a central aspect of the learning process. In this chapter, Tony Burner takes a closer look at formative assessment and how it can be incorporated in daily classroom routines. After discussing the concept of formative assessment and self-assessment, he explains the importance of formative feedback. Then he explores three forms of formative assessment, namely process writing, peer assessment and portfolio assessment.

ICALLE Working Papers in Applied Linguistics and Language Education, 2020

In the context of assessment for learning (AFL), current second language writing research argues that writing assessment should underscore the importance of providing students with constant access to feedback, specifically, descriptive feedback on their written outputs. Further, the literature highlights a need for more research in an under-researched domain of AFL: students' voices or affect in relation to teacher written corrective feedback (WCF). This descriptive research endeavors to determine which types of written corrected feedback in Ellis (2009) typology were used by the teacher in assessing the students' forty six definition and argumentative essays. Moreover, this inquiry aims to find out the views or affect on formative feedback of the participants. The students' essays and responses in the affective inventory are the data. The analyses of the essays showed that in general, the teacher tended to utilize direct corrective feedback in both types of essays. Metalinguistic and commentary feedback appeared to be the second and third most frequently used types, respectively. Indirect corrective feedback was the least used. This finding may imply pedagogically that the writing class paid attention to accuracy as an important component of the students' writing skills. Moreover, it reflects a common practice in EFL writing context (Mahfoodh, 2017). As regards the result of the analysis of the survey data, in general the students' affect towards the formative assessment measures in the classroom is positive. This is confirmed by the high degree of agreement of the students with the statements that the formatively-oriented progress monitoring mechanisms such as regular feedback boosted their eagerness to learn and sense of control over their learning.

Global Social Sciences Review, 2018

This research study is based on the literature review through documentary analysis. In this study it is aimed to find out the impact of formative and feedback assessment in Higher Education in Pakistan. Assessment is a key role to enhance both teaching and learning and is needed in assuring the nature of training development, including analytic testing, strategies are related to formal and no formal assessment strategies directed by teachers amid the learning procedure with the end goal to adjust educating and learning exercises to enhance understudy achievement. Input is the best apparatus when started by the understudy, related to self and associate to assessment. The study was discussed in detail through theoretical framework on nature formative feedback and formative assessment. It is well up to the mark and standard policy documented about the assessment that has a great influence on the teaching and learning process.

2021